Goosehill at Hepscott Park

Goosehill at Hepscott Park

Unique reference number (URN): EY414163 Address: Blyth House, Hepscott Park, Morpeth, Northumberland, NE61 6NF Type: Childcare on non-domestic premises Registered with Ofsted: 02/12/2010 Registers: EYR, CCR, VCR Registered person: Goosehill Early Excellence Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

High expectations for children are evident throughout the setting, and there is a strong focus on the key areas of learning. Children demonstrate a clear sense of pride in their accomplishments and show confidence in trying new things. They explore resources and environments and are motivated in their learning. Children use 'Ask me about' labels, which prompt conversations with adults and help them to share their achievements and efforts. Collaborative working is well embedded and children's opinions are valued and respected. This makes children feel heard and listened to. For example, children are involved in designing and developing garden spaces.

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Achievement Strong standard

All children, including babies, develop attention, listening and responsive skills. For instance, older babies use feathers to interact and respond with smiles. Older children show high levels of concentration, when building clay dens for hibernating animals. Children have a wealth of opportunities to explore beyond the setting, increasing their curiosity in the world. They have full days in woodlands, visit their own allotment, and take part in beach school sessions. As a result, all children, including those with special educational needs and/or disabilities, develop resilience and independence. They secure the knowledge and skills they need to thrive and are well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have high expectations for children's behaviour and attitudes, which staff consistently demonstrate through positive role modelling. Interactions are calm and sensitive, and children's behaviour is excellent. Staff use observation and professional skills to redirect children at the earliest opportunity to maintain the high standards. They acknowledge children's emotions and support them to understand and manage their own feelings. For example, staff encourage younger children to use sand timers when taking turns and older children have quiet spaces, where they can spend time alone when they need to.

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Behaviour, attitudes and establishing routines Strong standard

Leaders embed the key-person approach exceptionally well. Staff gather a wealth of information before children start and adapt settling-in routines to meet individual needs. Routines offer a sensitive approach, working with parents and carers to build trust and security. Leaders regularly evaluate and review routines. Staff adapt practice, the environment and teaching approaches to ensure they remain effective and responsive. Staff are highly attuned to all children's needs, resulting in positive attitudes to learning and high levels of curiosity. For example, babies eagerly explore sensory materials, while older children show excitement when creating dens for animals using clay.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is exemplary, with clear expectations and robust monitoring in place. Leaders thoroughly monitor attendance patterns and effectively implement policies and procedures. This ensures children benefit from consistent engagement in learning.

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Children's welfare and wellbeing Strong standard

A highly nurturing approach is evident, particularly for babies. Staff use calm interactions during sleeping, weaning and mealtimes. This ensures children feel safe and cared for. Staff are responsive to individual needs and demonstrate attentiveness and sensitivity in every aspect of practice.

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Children's welfare and wellbeing Strong standard

Leaders review and design rooms to create a peaceful atmosphere that is mindful and flexible. They use sensory cues to support emotional wellbeing. For example, babies use lavender-scented face cloths for washing faces after lunch. Soft music helps children recognise time for rest or quiet activities. Staff role model warm, respectful relationships, and are considerate and empathetic to children. For example, children seek out staff when they need support or comfort. Leaders promote physical health and wellbeing and provide opportunities to take measured risks indoors and outdoors. Children conduct their own risk assessments, fostering independence and responsibility. Outdoor experiences are rich and varied, inspiring exploration and resilience. For example, the allotment provides opportunities for children to grow their own vegetables. This helps promote healthy lifestyles and a sense of achievement.

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Children's welfare and wellbeing Strong standard

Leaders and staff are systematic in identifying individual children that need additional support, including disadvantaged children, and those with special educational needs and/or disabilities. As a result children swiftly receive the support they require and make excellent progress.

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Curriculum and teaching Strong standard

Children's needs are at the heart of practice. The curriculum is highly ambitious, fully inclusive and accessible to all. Leaders embed a culture of continuous self-reflection and an innovative approach to improving outcomes for all children. Leaders and staff demonstrate a deep understanding of the quality of the curriculum and how to adapt teaching. As a result all children, including those with special educational needs and/or disabilities, make excellent progress from their starting points.

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Curriculum and teaching Strong standard

Staff assess and monitor children's progress skilfully and adapt the curriculum to meet individual needs, keeping inclusion at the centre. As a result, children are highly engaged and motivated, and are well prepared for the next stage of their education. Teaching is inspirational, and staff use a range of approaches, carefully tailored to children's individual learning styles. Teaching is delivered through purposeful activities and experiences that are planned responsively to children's interests. Sequential learning is fully embedded, supporting children to build knowledge and skills over time and achieve security in their learning.

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Curriculum and teaching Strong standard

Leaders promote physical development through a wide range of opportunities. Depending on how they feel, children access quiet or carefully planned indoor movement play areas. Children's achievements are securely underpinned by a focus on communication and language skills. This is evident in every interaction, from storytelling to daily conversations. Staff skilfully integrate mathematical concepts into daily routines and play, ensuring children confidently apply their understanding in a range of contexts. This consistent approach promotes problem-solving, reasoning and a love of mathematics from an early age. For example, children demonstrate deeply embedded mathematical knowledge by independently counting when collecting stones, and comparing sizes and weights.

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Inclusion Strong standard

Children benefit from highly skilled and knowledgeable staff, who demonstrate a genuine passion for inclusion. Clear processes are in place to identify children's needs and staff act swiftly to provide support. They engage parents and carers in a sensitive and timely manner to ensure collaborative support. Disadvantaged children receive excellent support, and the setting makes effective use of allocated funding to support children's individual needs. Staff use Makaton, a form of basic signing, to aid communication, and children use large rolling balls to develop sensory awareness and support self-regulation.

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Inclusion Strong standard

Children's learning is carefully planned to meet their individual needs, with regular reviews and assessments to evaluate the impact of interventions. Leaders show a secure understanding of their responsibility to support all children. They invest in staff development to enhance and target skills and knowledge, strengthening everyday practice. Leaders and staff work tirelessly to explore and implement different approaches, ensuring the setting remains highly responsive to children's unique needs.

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Leadership and governance Strong standard

Leaders are aspirational and set clear expectations for children's achievement. An ambitious curriculum for all children supports these aims, underpinned by a strong ethos. Staff share a clear understanding that all children, including disadvantaged children, and those with special educational needs and/or disabilities, are at the heart of the setting.

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Leadership and governance Strong standard

Staff morale is consistently high. Leaders prioritise staff wellbeing, and a manageable workload. Staff feel valued and empowered to make a meaningful difference to children's lives. Leaders are committed to continuous improvement and foster a culture of reflection and growth. For example, staff benefit from a wealth of training opportunities to enhance their practice. Community involvement is a strength. Children regularly visit a local care home and allotment and staff share practice with other professionals at a linked setting. Community-based experiences enrich children's learning and create a sense of belonging. Leaders actively share professional learning and expertise. Leaders demonstrate openness and a commitment to sector-wide improvement, sharing best practice without reservation. This collaborative approach reflects a drive for further development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The setting has high expectations for all children. Through inspirational and responsive staff, children make sustained progress. Staff celebrate children's achievements, fostering pride

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Inspector:

Sharon Thompson and motivating them to try new things. The key-person approach is well embedded ensuring secure relationships. Children feel known, valued and respected.

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Inspector:

Staff are highly attuned to children's needs, and adapt routines and teaching approaches so that all children feel safe and valued. Staff work closely with parents and carers, particularly where children have barriers to their learning. Staff support attendance and maintain open dialogue and communication. They have recently implemented an online platform, where parents can access information, materials and guidance on various topics to support development and learning. Parents also have access to learning bags to support and extend learning at home.

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Inspector:

Children develop links with the community. For example, visiting a local care home promotes a sense of belonging within the wider community. As a result, children thrive in this setting. Staff nurture children through calm, sensitive interactions that support their welfare and wellbeing. Opportunities for risk taking and outdoor exploration build resilience, independence and healthy lifestyles. Children show curiosity, confidence and positive attitudes to learning. For example, babies explore sensory materials and older children design and create castles. The environment is thoughtfully organised to promote calmness, ensuring children feel safe.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Blyth House Hepscott Park Morpeth Northumberland NE61 6NF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Goosehill Early Excellence Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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